1. NQT Conference Behaviour for Learning Workshop November 2009 Dave Lewis Mark Travis SNS B&A Consultants

2. Objectives To identify features of good behaviour for learning (BfL). To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations. To consider your own strengths and areas for development

3. Outcomes – by the end of the session you will… have a structure to help you plan to improve behaviour for learning have planned the next steps to develop your own practice.

4. Who, from the following, would create the best climate for learning…and why? Best Climate - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Worst Climate

5. Climate for Learning

6. School climate: a hierarchy of needs Self-actualisation Self-esteem Love, affection and belonging Safety needs Physiological or survival needs Rules & Routines Lesson structure Refining pedagogy e.g. AfL, LiL Maslow’s hierarchy

7. Noticing The 4Rs Framework Clear expectations Shared and explained Certainty not severity Repair and rebuild Negative Rights Rules Routines Responsibilities Positive Reward consequence Choices What are your strengths within this model at the moment? Can you identify an area of your practice that you want to develop?

8. What is BfL? Definition of ‘behaviour for learning’ ‘developing the skills and attitudes to become better learners’ 2020 Vision Explicit sharing of desired learning behaviours Metacognitive processes (thinking about thinking)

9. From: 2020 Vision Report of the teaching and learning review group

10. Planning process learning objective learning task BfL objective What I want you to learn What I want you to do How I want you to do it

11. ‘Ecoutez’ NQT Jemima Tiley is teaching a Y9 mixed ability French class. Where would you rate her teaching on a scale of 1-10 & why? What role do her values, principles and beliefs play in the way she teaches? What would you suggest as a target to help her move to the next level in her teaching?

12. Scenarios What would you do? Write it down…fold…pass on… Next scenario Consistent?

13. Bayley top 5 In a pair Top three ‘mistakes’

14. Your skills Refer back to the 4Rs Framework What are your own strengths & weaknesses within the framework? What are your next steps? What support do you need? Who can help?

15. Objectives To identify features of good behaviour for learning (BfL). To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations. To consider your own strengths and areas for development

16. Plenary Do my pupils know what my behaviour for learning expectations are? Scale 1-10 Do I know what my behaviour for learning expectations are? Scale 1-10 What will I do to help pupils to know their next steps to improve their behaviour for learning? How will this look in my classroom?

17. Useful Resources www.teachers.tv www.teachernet.gov.uk http://nationalstrategies.standards.dcsf.gov.uk/sec ondary/behaviourattendanceandsealhttp://nationalstrategies.standards.dcsf.gov.uk/sec ondary/behaviourattendanceandseal www.behaviour4learning.ac.uk/ www.behaviouronline.com www.pivotaleducation.com/behaviour/ SNS Pedagogy & Practice Pack (18, 19, 20) Bill Rogers -‘Cracking the Hard Class’/ ‘You Know the Fair Rule’/ etc Dave Lewis dlewis1@cornwall.gov.ukdlewis1@cornwall.gov.uk Mark Travis mtravis@cornwall.gov.ukmtravis@cornwall.gov.uk